ONLINE LEARNING CHALLENGES AND COPING

MECHANISMS OF THE STUDENTS IN A PRIVATE

CATHOLIC INSTITUTION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 992-1006
Document ID: 2023PEMJ800
DOI: 10.5281/zenodo.8045146
Manuscript Accepted: 2023-14-6
Psych Educ, 2023, 9: 992-1006, Document ID:2023 PEMJ800, doi:10.5281/zenodo.8045146, ISSN 2822-4353
Research Article

Online Learning Challenges and Coping Mechanisms of the

Students in a Private Catholic Institution
Ma. Princess Angela P. Bernardo*, Joeanna Abigail R. Garingan, Rio Valerie N. Guyud, Adri Zeus A. Nadera,
Earlle Myel P. Nagtalon, Mary Ann Lei M. Tique, Mark C. Balonquita, Rachille R. Francis
For affiliations and correspondence, see the last page.
Abstract
The continuous proliferation of COVID-19 is taking a toll on the education sector. The temporary
closure of schools, the cancellation of face-to-face classes, and the forced transition from traditional
learning to an online setting are overwhelming for the majority. Hence, this research was conducted
to determine the challenges and coping mechanisms of the Grade 12 Senior High School students of
Saint Mary’s University. This study utilized a mixed-method design involving qualitative and
quantitative methods. A total of 249 grade 12 students participated in the data gathering using a
modified questionnaire. The gathered data was then analyzed and interpreted through descriptive-
comparative-correlational statistics and thematic analysis. The study revealed the level of challenges
experienced by the grade 12 students of Saint Mary’s University when grouped according to 4
domains. In terms of technological literacy and competency challenges and learning resources
challenges, the students experienced a slightly challenging level while their self-regulation challenges
and the learning environment challenges resulted to a moderately challenging level. However, no
significant differences were found between the challenges experienced by the grade 12 students and
their demographic profile variables including the strand, internet connectivity, gadget availability and
work status. Moreover, the results of the qualitative responses show that the most effective coping
mechanism for the students during online learning is time management. These infer that the students
should focus on governing themselves and conforming to their surroundings when dealing with
online classes.

Keywords: COVID-19 pandemic, time management, online learning challenges, coping

mechanism

Introduction January 2020 and a pandemic on March 11, 2020 by

Adapting to the new normal is challenging for people
who are accustomed to the typical situation that is
usually done and became habits. The coronavirus
pandemic refrains people from leaving their houses
often so the spread of the disease will be lessened
(Bozkurt & Sharma, 2020).
Among all other problems, the COVID-19 pandemic is
the most concerning. COVID-19, also known as
Coronavirus Disease, is a novel zoonotic coronavirus
infection that rose in Wuhan, Hubei Province, China
and is caused by SARS-CoV-2 (previously known as
2019-nCoV) (World Health Organization, 2020).
Mohan and Nambiar (2020) discussed that SARS-
CoV-2 probably originated from bats as it showed
similarity with the SARS-CoV in 2002. The novel
coronavirus was found to be highly contagious and has
rapidly spread across the globe, continuously mutating
into different variants. Evidence shows that only inter-
human transmission of the novel Coronavirus was
accumulated and thus, the outbreak seems to be
spreading by human-to-human transmission
throughout a large part of the world (Contini et al.,
2020). Hence, the outbreak was acknowledged as
Public Health Emergency of International Concern in
the World Health Organization Committee (World
Health Organization, 2020).
With the novel coronavirus's emergence resulting in a
pandemic, national government and ministries
implemented ‘blanket’ policies to control the
pandemic and flatten the COVID-19 epidemic curve.
In the Philippines, the Inter-Agency Task Force on
Emerging Infectious Diseases (IATF) was convened
by the national government in January 2020 to monitor
a viral outbreak in Wuhan, China. On March 7, 2020,
the first local transmission of the COVID-19 was
confirmed, placing the country under a State of Public
Health Emergency. Since treatments and vaccinations
for the outbreak were unavailable during the time, the
IATF resorted to implementing strict community
quarantine that started on the 13th of March, 2020
(Talabis et al., 2021).
The continuous spread of the COVID-19 disease has
led to the temporary closure of schools and universities
and the cancellation of face-to-face discussions
(Toquero 2020). UNESCO (2020) states that the
closure of the schools has severely impacted around 27
million students in the Philippines alone. In a short
time, the educators and learners were forced to
transition from face-to-face learning to online learning

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Research Article
as an alternative learning method amid the pandemic.
Various learning platforms were introduced to students
such as Google Classrooms, Google Meet and Zoom
to address the students’ online learning in the comfort
of their homes. However, the rapid transition from
face-to-face classes to online learning posed risks and
challenges both to the students and the teachers. Not
all are used to online platforms and hard to be accessed
by the students and teachers for some times due to
high internet cost, lack of budget to purchase gadgets
and power cut (Mpungose, 2020).
With the development of distance education, it is more
important than ever to assess students' preparation for
online learning and anticipate their performance.
Various researchers have created many survey tools to
test this concept of online preparedness. Trochim
(2006) suggested that, the development of the
instrument is a process of ensuring the validity and
content of the research on hand. A study of the
existing research, however, reveals that these measures
have varied limits in terms of capturing all of the areas
of student online preparedness. Information and
communications technology involved two important
criteria that have been addressed in measuring
students' online preparedness for distance education.
As reported from the previous research of Fredricks et
al. (2004), measuring student online preparedness can
help to reduce high dropout rates in online programs.
Online learning readiness surveys become even more
reliable and valid in capturing all dimensions of
student online readiness (Doe et al., 2017).
Catholic schools are progressively becoming known,
not only for their good academic results but also
because parents believe that sending their children to a
Catholic institution could possibly help to acquire
beneficial skills like self-discipline, moral resilience,
and spiritual maturity (Grace, 2002). Notoriously in
other countries, Catholic schools are thriving with
online learning (Boyle et al., 2020). As a result, non-
Catholic and Muslim parents bring their kids to these
learning institutions. However, it was discovered that
Catholic schools do not appear to have any advantages
over other schools (Agirdag, Driessen, & Merry,
2017). In fact, the ideologies and philosophies being
taught in Catholic schools occasionally conflicted with
the one that students knew of different religions. In
order to cope, the students must therefore respect the
educational setting in which they are enrolled. Hence,
students will have to deal with a variety of difficulties,
including those related to their studies, social isolation,
and cultural acclimatization (Wang, 2018).
Saint Mary’s University Senior High School
Bernardo et al.
implements multimodality for the new normal for their
students – asynchronous and synchronous sessions.
Asynchronous occurs without a strict schedule for
students to study, while synchronous involves live
interactions between the teacher and the students via
social media meeting platforms like Zoom, Google
Meet, etc. (Singh & Thurman, 2019). Changes in the
learning system led to struggles prohibiting students
from performing better in the new normal. They had to
adapt to new ways of interacting and learning in which
technology became the best ally (Chiner et al., 2021).
Though, today’s generation is equipped with
technology, there are still other factors that affect them
(Cabero-Almenara & Llorente-Cejudo, 2020).
Research Questions
The primary focus of this study was to assess and
determine the online learning challenges experienced
by the grade 12 students with the learning modality
implemented by Saint Mary’s University Senior High
School, as well as the coping mechanisms that the
students had developed to overcome these challenges.
Thus, this study sought to resolve this conflict by
answering the following questions:
1. What are the challenges experienced by the grade 12
students at Saint Mary’s University Senior High
School in the following domains;
1.1. Self-regulation challenges (SRC);
1.2. Technological literacy and competency challenges
(TLCC);
1.3. Learning resources challenges (LRC); and
1.4. Learning environment challenges (LEC).
2. Is there a significant difference on the challenges
experienced by the grade 12 students in terms of;
2.1. Strand;
2.3. Internet Connectivity;
2.4. Gadget Availability; and
2.5. Learner’s Work Status.
3. What coping mechanisms have the grade 12 students
of Saint Mary’s University done to overcome these
challenges?
Literature Review
Online Learning Challenges
The Philippines is one of just five countries that has
yet to start in-person lessons since the pandemic,
preventing more than 27 million Filipino students from
their right to education. Studies have shown that
positive school experiences during this transition
period predict children’s future social, emotional and
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educational outcomes. The students may be unable to
participate due to a lack of technology support, a poor
learning environment, pressure to do household
chores, or being forced to work. At the same time,
children who fall behind in learning during the early
years often stay behind for the remaining time they
spend in school, and the gap widens over the years.
The number of years of education a student also
receives directly affects their future earnings.
(UNICEF, 2021).
While not as effective as face-to-face learning
(Neuhauser, 2002), online learning is the greatest
choice for students to complete their education during
this pandemic. With the rapid advancement of
technology, students may now pursue their education
through online learning. However, not everyone,
particularly in underdeveloped nations, is able to
create a smooth online learning process by utilizing
technologies. Furthermore, students in most countries
and places were constantly exposed to face-to-face
learning. This means that they faced a variety of
challenges and struggles such as internet connectivity
problems wherein among all other countries, the
Philippines was the 77th in rank for having weak and
unstable internet connection (Vitales et al., 2021).
Covid-19 has prompted higher institutions around the
globe to relocate traditional classes to online classes. It
had already drawn up limited strategies regarding
distance education, but those Web-based platforms
were provided only to students with special needs
(Ismaili, 2021). Due to the pandemic, all students were
compelled to use online platforms their university
provided, such as Microsoft Teams and Zoom, to
resume their studies. E-learning is learning utilizing
electronic technologies to access educational
curriculum outside of a traditional classroom. In most
cases, it refers to a course, program or degree
delivered completely online. In the study of Clemen
(2021), most of the respondents answered ‘No’ in all
items of e-learning readiness scale. Low readiness
scores were observed among learners in low-income
class and rural areas. In this result, it could be inferred
that these groups of learners are not yet ready for e-
learning. Financial factors could be one factor that
could explain this distribution; however, lack of
equipment (e.g., computer, speakers) and Internet
connection problems in several rural areas might also
play a role in their readiness scores (Alipio, 2020).
The study of Chiner et al. (2021) discussed that
university students had to struggle with online learning
in the midst of the pandemic, considering three aspects
such as the availability and use of electronic devices,
Bernardo et al.
personal factors and teaching factors. 63% of the
respondents did not have background in online
learning while 55% considered that their academic
performance was worse than during the face-to-face
classes. Personal factors such as family problems,
responsibilities, emotional problems, inappropriate
study environments, and bad connections are the
struggles being experienced by the participants.
Moreover, in the study of Yan et al. (2003), students
complained of excessive assignments, lack of lesson
explanations, loss of concentration during synchronous
classes, having to learn through the computer screen,
and a feeling of being abandoned with regard to the
teaching factor. Alshwiah (2021), in her study about
the students in Saudi Arabia also found out that
curriculum barriers were the main obstacles faced by
the students due to the numerous school works given
to them which can only be accomplished via a limited
communication channel. This factor has hindered
students from receiving feedback, comments and
answers to their queries.
On the other hand, the comparisons of reactions to the
online condition versus more typical face-to-face
learning conditions confirmed that students had
pervasive negative reactions to the online condition
that became necessary due to the pandemic. Moreover,
adaptability to the pandemic was associated broadly
with more positive reactions across multiple
indicators. Support was also found for an indirect
associations model such that personality traits were
associated with specific reactions to online learning
via their associations with adaptability (Chiner et al.,
2021). Supplemental analyses highlighted the more
positive reactions and learning adaptability of students
who reported greater feelings of belonging (Besser et
al., 2020).
As stated by Widodo et al. (2020), the Covid-19
pandemic issue had an unexpected direct influence on
education, not only at the worldwide level but also at
the national level. Covid-19 has even altered the
educational system in terms of curriculum, instructor
roles, student roles, and evaluation. In theory,
equipment capabilities, technical skills, self-directed
learning, passion, and perceived usefulness may all be
used to evaluate student readiness for online learning.
Self-Regulation Challenges. Blackmon and Major
(2012) state that the students' experiences influence
whether or not they reenroll in online classrooms.
Further investigation revealed that students in online
learning had to go through five specific experiences,
including students' capacity to balance academic and
recreational time; time management skills;
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responsibilities; instructional accessibility and
inaccessibility; and interactions with their peers.
Technological Literacy and Competency
Challenges a nd L e a r n i n g Resources
Challenges. Olayemi et al., (2021) claim that the
students' competency (skills and capabilities) in using
and managing technology is essential to online
learning's effectiveness. Students’ readiness for online
learning is important since it comprises students'
competency, confidence in utilizing technology tools,
and capacity to engage in self-directed learning on the
other hand students' readiness to react to changes and
adapt to online learning as a new means of giving
lectures/classes may be defined as their ability to
respond to change and adapt to online learning as a
new way of delivering lectures/classes.
The students believed they were reasonably ready for
the utility and self-directed learning opportunities
offered by online learning. Based on these findings,
instructors are encouraged to adopt online learning
because students are ready, and they have the
resources to assist them in doing so. Regardless,
instructors must strongly emphasize on supporting
students in finishing their work by providing frequent
reminders and learning tools that might help them
improve their abilities (Anwar et al., 2020).
Learning Environment Challenges. To be effective,
online learning requires a number of variables. This
includes the learning environment of the students. A
learning environment does not typically refer to the
only setting wherein a student learns, but also
considers different elements of the teaching-learning
process. These elements include the teacher, students,
content, learning process, and learning situation (Arul
Laurence, 2012). Meanwhile, there is a noteworthy
correlation between the learning environment of the
student and their academic performance in the
education system implemented in the country. It is
believed that an effective teaching and learning
process as well as the academic behavior of the
students will be guaranteed with the utilization of a
learning environment that provides accessible facilities
that the learners will need (Usman & Madudili, 2019).
With online learning, students have to maintain their
academic responsibilities in a space supposedly meant
for destressing and relaxing (Kay, 2020). However,
with the new system of learning, students feel
disinterest even in appreciating and be engaged in their
online learning, especially with the existence of other
disruptions at home (Kim & Frick, 2011) that
increases boredom and reduces learning efficiency
Bernardo et al.
(LaPointe & Reisetter, 2008). Other disruptions
include slow internet connections, trouble accessing
online lectures, house chores, and even internal student
factors such as laziness or procrastination. There are
also socio-economic concerns with those who do not
have access to computers and the internet, thus
contributing to the hardship that students may face in
their online learning experiences. In order to overcome
the struggles, students have to cope with their current
situation. To manage online learning, reflecting on
their condition and comprehending what they can do
better is for coping up. Interactions through various
methods, including learner-to-content, learner-to-
instructor, and learner-to-learner interaction (Bolliger
& Martin, 2018), help recover to distance learning.
This was supported by the research on ‘Struggling
with digital pandemic: students’ narratives about
adapting to online learning at home during the
COVID-19 outbreak’ by Karim & Alam (2021).
Students struggle to adapt to the new norm of their
learning environment where their private space has
shared by other various diversions and copes through
what they do best to study better.
Coping Mechanisms during Covid-19
The pandemic has disrupted lots of sectors in the
world. However, only the education sector is
completely transferred to online mode in countries
around the world. Most schools and universities
resorted to online learning to resume the education of
the students. It is identified that synchronized e-
learning was the panacea at the time of the pandemic.
However, it negatively influences the learners’
performance and learning (Mahyoob, 2020).
Early in this pandemic, there were worries about the
pandemic's mental health effect on the general public,
at least in the near term. The pandemic presented a
variety of difficulties for higher education students,
including the shift to online learning and support
services, which many students found difficult to use
effectively, leading to higher anxiety and concerns
about their academic performance. The lockdown and
social isolation measures also resulted in less
possibilities for socializing and forming connections,
as well as an increased dependency on social media
and the risk of chronic loneliness brought on by social
isolation of the students that causes anxiety and
depression to the students (Chen & Lucock, 2022).
The COVID-19 pandemic has dramatically changed
our daily lives, changes that have frequently occurred
quickly and suddenly. Life changes are commonly
accompanied by a wide range of experiences and
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emotions. The shift to the new standard might be easy
at times, but it can also be confusing and rough
sometimes. UNESCO (2022) claims that since the
emergence of COVID-19 two years ago, pandemic has
devastated education systems worldwide, wreaking
havoc on the most vulnerable students. It has worsened
and heightened the issues that the education system is
currently dealing with. School closures have ranged
from none in a few countries to almost a whole school
year. A third of the students from different places were
robbed of the opportunity to continue learning due to a
lack of resources such as learning materials, gadgets,
and internet connectivity. COVID-19 marks a
significant challenge these expanded national
education institutions have ever faced. Many
governments have compelled universities to stop
providing face-to-face education to most of their
pupils, compelling them to move to online teaching
and virtual education almost immediately (Daniel,
2020).
Technology access, motivation, time management
skills, technical abilities, and study skills are all
aspects of readiness. All students must be comfortable
with the e-learning process and technology since
learner willingness is a critical component of a
successful program. Instructors should figure out how
to improve e-Learning for students in the most
efficient manner possible. The designed teaching will
be technologically feasible and beneficial in terms of
student preparation (Tuntirojanawong, 2013).
The study of Almaiah, Al-Khasawneh, and Althunibat
(2020) explored the critical challenges and factors
influencing the online learning system usage during
COVID-19 pandemic. As schools and universities
adopting online learning, students experience some
adverse aftermath in studying. Interrupted learning
results in a lack of growth and development, which
became the consequence. It also brings mental health
issues like anxiety and stress to students. However, in
adjusting to the struggles of the students who face
these, they cope by their measures (Baloran, 2020).
Students’ Mental Health During Covid-19. During
the COVID-19 epidemic, a large part of the
community suffers from anxiety, sadness, and stress.
As the pandemic's secondary pressures impact the
population and grow more apparent, the proportions
may rise. There is a need to develop ways to address
the magnitude of mental health morbidity. Public
education about coping techniques, appropriate coping
methods, and practical aid resources are predicted to
be beneficial. This is likely to be a long-term process
that must begin during the epidemic and continue
Bernardo et al.
beyond (Kar et al., 2021).
Young Minds (2020) research resulted in 25% of the
people studied said they had anxiety symptoms, which
were linked to more concerns about academic
disruptions, the economic effects of the pandemic, and
the effects on daily life. One survey found that 83
percent of young people said the pandemic worsened
their mental health, mostly because of school closures,
a lack of routine, and fewer social connections.
In addition, Son et al. (2020) finds that the COVID-19
epidemic has raised attention to the mental health of
those affected. Pandemics are known to amplify or
generate additional stresses, such as anxiety and
concern for oneself or loved ones, restrictions on
physical mobility and community engagements due to
quarantine, and abrupt and extreme lifestyle changes.
Infection worries, frustration, boredom, insufficient
resources, insufficient information, financial loss, and
stigma were all recognized stressors in a recent
assessment of viral outbreaks and pandemics.
COVID-19s have affected some students who have
depression and anxiety that trigger their suicidal
thoughts.
Psychologists say coronavirus infection has increased
'psychological disorientation' in people. The anxiety of
becoming infected with corona, the possibility of
infection by close people, the fear of mortality,
uncertainty about livelihood, and financial crises all
cause stress, especially among individuals. Around the
COVID-19 pandemic, many people committed suicide
because of stress (Uddin et al., 2021).
Moreover, changes in academic frameworks, tests, and
a struggle with limited resources have all been linked
to anxiety, tension, frustration, and depressive illnesses
during COVID-19's lockdown phase. As a result, it is
critical to encourage systems that promote healthy
mental health and address the pandemic's social and
emotional repercussions. With its ease of accessibility
and popularity, social media serves as a coping
technique, despite its harmful influence on physical
and mental health (Moghe et al., 2020).
Coping Mechanisms of the Students in the Midst of
Covid-19. The COVID-19 outbreak caused
widespread anxiety among school children,
particularly in towns in the Philippines' south. The
students were aware of the COVID-19 pandemic and
understood this worldwide threat appropriately.
Students learned how the virus spreads, how to
recognize its signs, and what precautions individuals
and the wider public should take. They also stated that
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every local community should perform mass testing
and maintain strengthened community quarantine.
Considering the advice of the World Health
Organization (2020), students support the COVID-19
vaccination, despite a significant number of students
expressing reservations. Students were apprehensive
about implementing an online-blended learning
strategy. Students were also responsive and satisfied
with the government's initiatives to limit the spread of
infection (Baloran, 2020).
In addition, Nilsson et al. (2022) claim gaming and
social media are popular forms of recreation for people
of all ages, students, and the risk of challenging the
behavior is high. The COVID-19 pandemic has
resulted in rapid adjustments and restrictions in the
lives of students, providing an opportunity to explore
their use of gaming and social media during these
times. The findings showed that, within a large
community sample, there is a subcategory of students
who spend an excessive amount of time gaming and,
as a result, experience a decline in their mental health
and well-being. Excessive gaming and social media
use may be a coping mechanism for adolescents to
deal with the stress and/or boredom caused by the
constrictions.
Moreover, internet also significantly impacts students'
academic performance at these tertiary institutions.
However, one of the difficulties pupils faced was a
lack of a consistent power source. As a result,
providing solar electricity and suitable internet
connectivity would improve students' access to
information, which will have a good impact on their
academic performance. It is recommended that the
government should as a matter of necessity invest on
solar power and there is a need for extensive training
programs to improve the efficiency in the use of the
internet (Jibrin et al., 2017).
Based on the current findings, interventions for
students may be given in different departments to
address the causes of procrastination, which are clearly
needed for social science students. Teachers may make
written assignments more fascinating for students so
they are intrinsically motivated to learn from them.
Workshops and interventions can assist students to
deal with their inhibitions when writing term papers
and assignments, which can help them enhance their
report-writing abilities. To encourage pupils to master
this talent, a level might be created. To address task
aversiveness as a source of procrastination, time
management training might be provided (Afzal &
Jami, 2018).
Bernardo et al.
With novelty of what is the new normal, challenges
such as the academic curriculum adjustments, access
to technological facilities, revisions in the academic
calendar and regulations on the delivery of learning
materials (Barrot, Llenares, & del Rosario, 2021)
could arise during online learning (Kapasia et al.,
2020). In order to overcome the challenges, students
have to adjust and cope up with their current situation.
Hence, this research is conducted to determine the
challenges and coping mechanisms of students in the
new learning system and to help them acquire high-
quality education in the new normal. In addition to
these, this study can also give ways on how to cope
with the new normal of learning and teaching, and to
the coming norms brought about by the pandemic. The
study might then raise awareness to the Department of
Education (DepEd) and Saint Mary's University
(SMU) on how to respond to students' adaptability to
new learning approaches. This can contribute novel
ideas and additional information on educational
systems, which could be further used to analyze the
challenges and coping mechanisms of students for the
upcoming events in the future. Therefore, this study
could be an advantage in today's crisis and the future
to come. All the ideas gained are relevant to this
research, which identifies the online learning
challenges and coping mechanisms of the students,
particularly the Senior High School students of Saint
Mary's University.
The study focuses on determining the challenges and
coping mechanisms of the Senior High School
students of Saint Mary’s University through survey
questionnaires that the researchers distributed on
campus. With regards to the respondents of the study,
the researchers focused merely on the grade 12
students of Saint Mary’s University Senior High
School. The study is to be conducted on S.Y.
2022-2023. The respondents came from the various
strands and tracks that the school offers, such as
Science, Technology, Engineering, and Mathematics
(STEM) strand, Accountancy, Business, and
Management (ABM) strand, Humanities and Social
Sciences (HUMSS) strand, Information and
Communications Technology (ICT) strand, Arts and
Design (AD), and Home Economics (HE) track. The
study was conducted under the constraints of the
learning modality implemented by Saint Mary’s
University to ensure the safety of the respondents amid
the pandemic.
This study has been undertaken with the aim of
providing credible and reliable data, information, and
insights regarding the online challenges and coping
mechanisms of the grade 12 Senior High School
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students of Saint Mary’s University. This then serves
as the core source of enlightenment and awareness of
the various challenges that the students have
undergone during online classes and how they were
able to overcome them through developing coping
mechanisms. Thus, the result of this study highly
benefits the school administration, teachers, guidance
counselors, students, parents, and future researchers.
study. This demographic and other factors such as
internet connectivity, gadget availability and learner’s
work status were highlighted and were considered key
aspects in the research study. Furthermore, a survey
questionnaire was distributed to the respondents for
data gathering physically, per section.
Table 1. Frequency and percentage count of the
demographic profile of the respondents

Methodology

Research Design

This study utilized a mixed-method design that

includes both qualitative and quantitative methods. A
descriptive-comparative-correlational was used in the
quantitative section of the study. Descriptive was
utilized to determine the challenges and coping
mechanisms of the grade 12 Senior High School
students of Saint Mary’s University and to identify to
which extent does the respondents experience among
the 4 domains (Self-regulation challenges (SRC),
Technological literacy and competency challenges
(TLCC), Learning resources challenges (LRC), and
Learning environment challenges (LEC)).
Comparative and correlational methods were sed to
verify the relationship between the demographic
profile of the respondents and the challenges that
affect their academic performance during the new
normal. Apart from that, qualitative responses using
open-ended questions were collected to better
understand the students' insights and perceptions in
adjusting to the new normal. Data was analyzed using
thematic analysis. Furthermore, the study also gathered Instruments of the Study
recommendations and suggestions to improve the
respondents' academic standing despite their A survey questionnaire was used to collect and gather
challenges in dealing with the new normal. the data needed to conduct the study. The
questionnaire that was utilized in this study was
Participants
adopted from the research of Barrot et al. (2021),
entitled “Students’ online learning challenges during
The study considered the grade 12 students of the
the pandemic and how they cope with them: The case
Senior High School Department of Saint Mary’s
of the Philippines.” Due to the minimal modifications
University as the respondents, in terms of data and
made for the questionnaire to align with the
information gathering. More specifically, the
significance and the target respondents of the study,
respondents were randomly selected from various
the questionnaire then comprised of three (3) parts,
strands and tracks that the school offers, including the
including the respondents' profile, a quantitative
Science, Technology, Engineering, and Mathematics
section wherein a Likert scale was used, and a
(STEM) strand, Accountancy, Business, and
qualitative section wherein one (1) open-ended
Management (ABM) strand, Humanities and Social
question was asked to the respondents.The
Sciences (HUMSS) strand, Technical, Vocational and
demographic profile of the respondents was gathered
Livelihood - Information and Communications
in the first part of the questionnaire. Personal
Technology (ICT), Home Economics (HE), and Arts
information questions were asked, including the
and Design (AD) track. A total of 249 respondents
participants' name (optional), internet connectivity,
from various strands and tracks participated in the
gadget availability and learner’s work status.

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The second part of the questionnaire aimed to gather

quantitative responses from the participants with the
use of a 4-point Likert scale with labels 1 as not at all
challenging, 2 as slightly challenging, 3 as moderately
challenging and 4 as extremely challenging on the researchers provided consent forms to the participants
challenges experience by the grade 12 students. This
of the study indicating that they have the right to
part comprised of twenty (20) questions, divided into
refuse or to participate and stating the boundaries of
four (4) sections with topics that are mainly about the
confidentiality of this study. The participants of this
challenges that the Senior High School students of
study signed consent forms as a proof of their
Saint Mary's University have faced in the new normal.
The four (4) sections of the said part are the self- willingness to cooperate in the conduct of this study
regulation challenges, technological literacy and and that they are not coerced in any way.
competency challenges, learning resources challenges,
and learning environment challenges.Meanwhile, the
Result
third part sought to collect qualitative responses
wherein an open-ended question was asked from the
respondents of the study. This part provided a more Level of challenges of the grade 12 Senior High
elaborate and detailed answer from the respondents'
School students of Saint Mary’s University in
own perspectives about the coping mechanisms they
made in the new normal. online learning

Procedure Table 2. Level of challenges of the Grade 12 Senior

High School students on self-regulation challenges
The study’s data gathering procedure began with the (SRC)
creation of the research survey questionnaire. The
questionnaire was adapted from the studies of Barrot et
al. (2021). The adopted questionnaire was modified
and altered by the researchers to suit the significance
and the target respondents of the study. Finalization
was made by examining whether grammatical, spelling
and punctuation errors were present in the
questionnaire to avoid further confusion and
misinterpretation with the respondents. After finalizing
the questionnaire that was utilized in this study, the
questionnaire was then reproduced into hard copies
and was distributed physically to the grade 12 Senior
High School students of Saint Mary’s University. The
survey was done room-to-room, within the constraints
of Covid-19 pandemic. This was followed by the
collection and tabulation of data provided by the
participants using the Microsoft Excel software.
Furthermore, descriptive and correlational statistics
were used to analyze and interpret the data and
information gathered from the survey. To complete the
investigation, the researchers presented conclusions
and suggestions that are intended to inform the readers
about the findings and results found in the study.

Ethical Considerations

This research paper signifies that this study’s purpose

is to determine the challenges and coping mechanisms
of the grade 12 Senior High School students of Saint
Mary’s University in partial fulfillment of the
requirements for the subject, Practical Research 2. The

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Table 3. Level of challenges of the Grade 12

Senior High School students on technological
literacy andcompetency challenges (TLCC)

Table 5. Level of challenges of the Grade 12 Senior

High School students on learning environment
challenges (LEC)

Table 4. Level of challenges of the Grade 12 Senior

High School students on learning resources challenges
(LRC)

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Research Article
Qualitative analysis
Table 6. Overall level of challenges of the Grade 12
Senior High School students on the 4 domains
Significant difference between the challenges
experienced by the grade 12 Senior High School
students of SMUSHS and their demographic
profiles
Discussion
Table 7. Difference between the challenges
experienced by the Grade 12 Senior High School
students and their demographic profiles
Bernardo et al.
Table 8. The coping mechanisms done by the Grade 12
Senior High School students of Saint Mary’s
University
Table 6 summarizes the level of challenges of the
grade 12 students according to the 4 domains. As can
be seen, the learners are mostly challenged by their
learning environment to a result of moderately
challenging level. It is followed by self-regulation
challenges with the same result yet lower mean. And
slightly challenging experience are encountered on
both the learning resources challenges and
technological literacy and competency challenges. In
general, a slightly challenging experience (X̅=2.44,
SD=.58) were faced by the students in online learning.
It is possible for students to undergo online learning in
times of crisis like the COVID-19 pandemic where
different challenges occur especially the learning
environment that the students have because of
distractions at home like noise and household chores.
Other challenges that the students may encounter are:
their problem in internet connectivity, gadget
availability and their possible job. Hence the students
underwent a series of challenges while learning in the
comforts of their homes.The learning environment,
learning resources, and challenges of a student can
impact how he/she performs academically. During the
online class, the grade 12 Senior High School students
of Saint Mary’s University experienced challenges on
a slightly challenging note. This implies that an
adequate environment, many resources, and literacy in
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technology is a necessity for better learning to
minimize the challenges experienced by the
students (Usman et al., 2019).
Table 8, on the other hand, illustrates the differences
between the challenges faced by the grade 12 students
of Saint Mary’s University Senior High School when
grouped in terms of the different demographic
variables including strand, internet connectivity,
gadget availability and learner’s work status. Strand.
Assumption of homogeneity of variances was tested
and satisfied based on Levene’s test (F (5, 243=248,
p=.757). The independent between-groups ANOVA
yielded no statistically significant difference (F (5,
243=248, p=0.21). Thus, the Tukey post-hoc test was
no longer reported. This connotes that grade 12
students do not have a significant difference in terms
of the strand they chose to take during Senior High
School.
The tracks of the Senior High School department of
Saint Mary’s University vary into three categories:
academic, technical-vocational-livelihood, and arts and
design, with each serving as an umbrella for various
strands that pertain to specific courses. Under these
tracks are strands that comprise subjects that differ
based on the field of expertise they belong to. Despite
a significant number of students participating in the
academic track, which has way more specialized and
advanced subjects than the other tracks, the findings
revealed that the strand made no significant difference
in the challenges these students experienced during
online learning.
Internet Connectivity. There is no significant
difference in terms of internet connectivity between
the students who have internet access (M=2.45,
SD=0.59) and those that do not have the means of
accessing the internet (M=2.15, SD=0.21);
t(247)=0.721, p=0.471. The majority of the
respondents have access to the internet, whereas some
utilize Wi-Fi and others use mobile data. With this
information, it can be implied that the students’ level
of challenge is not affected by their internet
connectivity. However, this demographic variable has
played a part in explaining as to why the grade 12
students experienced only a slightly challenging level
during online learning.
The Philippines, given that it is considered a third-
world country, is ranked 77th for having weak and
unstable internet connections (Vitales et al., 2021).
Alipio (2020) claims that financial factors, including a
lack of equipment and internet connection problems in
rural areas, play a role in the students’ readiness for
online learning. The research locale of the study was
located in a rural area; however, the findings of the
Bernardo et al.
present study on the significant difference in the
challenges faced by the grade 12 students show that
there is only a slightly challenging level to the
students’ struggles during online classes in terms of
internet connectivity. The study of Daniel (2020), on
the other hand, states that a lack of resources such as
learning materials, gadgets, and internet connectivity
has caused a third of the students from various places
to lose the opportunity to continue learning amidst the
pandemic. However, the results of the present study
revealed that the internet connectivity did not have a
significant effect on the students.
Gadget Availability. The test of homogeneity in terms
of gadget availability indicated that the p-value
(.490)>0.05. Therefore, the ANOVA test was reported.
It was found out through a one-way ANOVA test that
there was not a significant difference between groups
(F (3, 245=.582, p=.628)). Thus, the Tukey post-hoc
test was no longer reported. This signifies that the
grade 12 students share the same level of challenges
regardless of their gadget availability. Though students
who borrow gadgets experience a moderate level of
challenges in online learning, the overall description of
the student’s level of challenges on this variable is
tolerable and falls under a slightly challenging level.
According to the responses in Table 1, regardless of
the gadgets used by the students or their ownership of
these gadgets, grade 12 students face only a slightly
challenging level of challenges during online learning.
The findings of this study can therefore be related to
the study of Chiner et al. (2021), where it was claimed
that technology, including the use of gadgets such as
smartphones, laptops, desktop computers, etc., became
the best ally for students to adapt to the new ways of
interaction and learning.
Learner’s Work Status. The test of homogeneity
indicated that the p-value (.745)>0.05 resulting to the
reporting of the ANOVA test. It was revealed that
there was not a statistically significant difference
between groups through utilizing a one-way ANOVA
test (F (4, 244=1.45, p=.218)). Thus, a Tukey post-hoc
test was no longer reported. This connotes that all the
grade 12 Senior High School students of Saint Mary’s
University share the same experience on the
challenges that they have encountered during the
online learning, specifically a slightly challenging
level of struggle during the online learning.
The demographic profile variable of the students in
terms of their work status revealed that 10% of the 249
respondents were employed. This information could
have contributed to why this variable poses no
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significant difference in the level of challenges faced
by the Senior High School students of Saint Mary’s
University.In general, the demographic profiles
gathered from the respondents including their strand,
internet connectivity, gadget availability and work
status, does not pose a significant difference on the
challenges that they have experienced within the
context of the COVID-19 pandemic. Table 8 shows
that the p-value for all demographic profiles were
found to be greater than 0.05, showing no significant
differences. However, it should be taken into
consideration that the students’ challenges level varies
from student to student. The demographic variables
provided by the respondents to conduct this study
could have resulted from their interactions with several
factors and their limitations to the resources available
to them.
Meanwhile, table 9 shows the frequency count and
percentage of the coping mechanisms of the grade 12
Senior High School students to overcome the
challenges they faced in online learning. It is
illustrated that the respondents coped through online
learning by having effective time management. This is
then followed by avoidance to distractions where
students observe self-discipline to be able to focus in
online learning. A tie is present in having a coping
mechanism of being responsible and attaining
emotional and mental stability. Being responsible
included students who answered ‘stop procrastinating,’
‘know your priorities,’ and ‘know your limitations.’
While attaining emotional and mental stability
included responses that talked about ‘having a positive
mindset, having a supportive system, meditating,
listening to music, sleeping, and praying. On the other
hand, the least coping mechanisms surveyed from the
respondents of the study was having no choice but to
cope and adapt to change.
The results imply that with effective time
management, students can do better and avoid the
challenges occurring with online learning. This may
signify that the learners must avoid procrastinations
and must focus on their studies by having self-
discipline and being responsible. Furthermore, the
students’ responses of believing in themselves, giving
their best, having patience, no choice but to cope up
and adapt to changes seems to be signs of pursuing a
stable mental health which is very crucial in online
classes. Son et al. (2020) discussed in their research
that the pandemic has significantly affected the mental
health of the students during online learning. Being
able to develop an emotional and mental health
stability in dealing with online learning is an effective
way since the COVID-19 pandemic has raised
Bernardo et al.
attention to the mental health of those affected,
including the education sector.
The results also are in accordance to the study of
Tuntirojanawong (2013) that explains the importance
of time management to plan a schedule which fits with
study requirements’ deadlines and solve occurring
problems. The study also relates to having a stable
internet connection where students enrolled in online
courses also need the appropriate technology with
access to the internet.
Generally, these results mean that students are not
greatly affected in their academic performance by the
challenges they faced in online learning based on their
responses to the domains presented in the
questionnaire. These results also imply how the
students are able to go through online learning by
developing various coping mechanisms. Several
advantages and disadvantages to the learning modality
of the school was found through these results that
could even enhance and contribute to the improvement
of the school’s administration.
Conclusion
Based on the results of the study, the overall
challenges of the grade 12 Senior High School
students of Saint Mary’s University had a slightly
challenging experience on the technological literacy
and competency challenges (TLCC) as can be seen in
all of the 5 statements under this domain, as well as the
learning resources challenges (LRC) specifically the
statements 1, 2, 4, and 5. While the other 2 domains
used in the study namely the self-regulation challenges
(SRC) and the learning environment challenges (LEC)
resulted to a moderately challenging level. Statement 1
("I delay tasks related to my studies so that they are
either not fully completed by their deadline or had to
be rushed to be completed"), statement 2 ("I lack the
ability to control my own thoughts, emotions and
actions during online classes"), and statement 5 ("I fail
to properly use online peer, learning strategies (i.e.,
learning from one another to better facilitate learning
such as peer tutoring, group discussion, and peer
feedback)") under self-regulation challenges (SRC)
were the statements that resulted to a moderately
challenging description. On the other hand, learning
environment challenges (LEC) had all of the
statements under it to result in a moderately
challenging level of experience during the online
learning. However, it was found out that there were no
significant differences between the challenges
experienced by the grade 12 students and their
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demographic profile variables including the strand,
internet connectivity, gadget availability and learner’s
work status.
The results of the qualitative responses, on the other
hand, suggests both positive and negative coping
mechanisms that the students have undergone during
the new normal. This explains that with effective time
management, students can do better and avoid the
challenges of online learning. This may signify that the
learners must avoid procrastination and must focus on
their studies by having self-discipline and being
responsible students adapted to the learning modality
that was implemented by Saint Mary’s University
Senior High School during the new normal through
developing coping mechanisms. The responses suggest
that having effective time management is an effective
coping mechanism in online learning. Avoiding
distractions such as the use of social media during
asynchronous sessions is also a way to cope with
online learning as well as “being responsible” and
“attaining emotional and mental stability.” These
results also signify how the students are able to go
through online learning by developing various coping
mechanisms.
Not differing in terms of their demographic profiles,
the results of the study imply that the students have
experienced different level of challenges ranging from
a slightly to moderately challenging level. It can also
be understood that the students have experienced more
challenges regarding their behavior towards online
learning and how they can manage their time.
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Joeanna Abigail Garingan
Saint Mary’s University Senior High School - Philippines
Rio Valerie Guyud
Saint Mary’s University Senior High School - Philippines
Adri Zeus Nadera
Saint Mary’s University Senior High School - Philippines
Earlle Myel Nagtalon
Saint Mary’s University Senior High School - Philippines
Mary Ann Lei Tique
Saint Mary’s University Senior High School - Philippines
Mark Balonquita
Saint Mary’s University Senior High School - Philippines
Rachille Francis
Saint Mary’s University Senior High School - Philippines

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